conduct and understandings as regards the use oflibraries, especially the university library, and the electronic resources provided(Repanovici and Landoy2014).One result from the survey was that students both in Bergen and Brasov pre-ferred the Internet as an information source, and access from home. At the sametime, we found that they were not knowledgeable about evaluation of electronicinformation resources, notions of ethics, plagiarism, and communication of theresults in scientific research. This was, therefore, taken into consideration whenplanning information literacy trainings (Repanovici and Landoy2014).We also took care to evaluate the courses as they were developed and given.Post-training evaluations from the students were compared, and used as basis forfurther development of training.“Studentsfind these courses useful and relevant. In evaluations, they give highmarks for relevance, and they also comment upon this when asked either in writingor orally. When asked what theyfind relevant, the answers cover both the practicaltools forfinding information (databases, journals, other resources), as well as thenew knowledge in searching and evaluating information. Flattering enough for thelibrary and the actual librarian, students also give the library high marks for per-formance, and for the conception of the course.”(Repanovici and Landoy2007).We also discovered that students would regard the course as more relevant if itincluded actual tasks as a starting point, and that it would be offered exactly whenthey needed it. Keeping the students’concerns about their use of time in mind whenplanning, could mean that we used different search examples for different groups ofstudents. We were told, by professors and university teaching staff, that their stu-dents had learned new information literacy skills. They were also set free fromusing tutorial time to show students how to evaluate information and how to cite.The university teaching departments kept asking for courses for more studentgroups at more levels (Repanovici and Landoy2007).Information literacy is about dealing with information overload—how to chooseand decide what is useful and trustworthy. Hence, the focus of information literacytraining was different in Bergen, which had a large number of electronic infor-mation resources in 2007, than in Brasov, which had much fewer electronicresources.Our latest research in students’attitudes is given as follows.In 2016, we conducted a web-survey with Survey Monkey among TransylvaniaUniversity of Brasov engineering students, and interviews in Bergen. In Brasov,there were 105 respondents: 27% male, 73% female; 39% in theirfirst year and43% in their 4th year. The students’ages were 18–21: 38%, 22–23: 50%, and over24: 12%.
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